From the Common Core Standards for English Language Arts and Literacy In History/Social Studies, Science and Technical Subjects - Introduction p. 8
Language: Conventions, effective use, and vocabulary
The Language standards include the essential “rules” of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives.
From Teaching Grammar and Mechanics: How to Teach Grammar in Four Simple Steps Mark Pennington, Pennington Publishing 1.Develop aPlan
Establish a coherent scope and sequence of instruction with your colleagues, including those who precede and those who follow you. Base your plan on your more general state standards, but get as specific as possible. I suggest integrating grammar, mechanics, and spelling instruction into the plan. Include both “review” and “new” layered skills. Here’s a very workable model by terms: **Grammar Scope and Sequence** (*note -see Language Continuum from KCAS) 2.DoDirect Instruction“Sage on the Stage”
Allocate 15 minutes, 2 days per week, to direct instruction of the skills dictated by your scope and sequence, say on Tuesdays and Thursdays. Find resources that will teach both sentence modeling and error analysis. Daily Oral Language will not get this done. Require students to practice what has been learned and formatively assess their skill acquisition. 3.DoDifferentiated Instruction “Guide on the Side”
Use an effective diagnostic assessment to identify grammatical and mechanical skills that your students should already know. Chart their deficits and find brief, targeted instruction that students can independently practice. Develop brief formative assessments for each skill. Allocate 15 minutes, 2 days per week, of teacher-student mini-conferences to review their practice and grade their formative assessments, say on Wednesdays and Fridays. Have students keep track of their own mastery of these skills on progress monitoring charts. Re-teach and re-assess skills not-yet-mastered. 4. DoIndependent Practice
Require students to practice the grammatical skills introduced in your direct instruction in their writing that very week. For example, if teaching adverbs, on Monday, students can be required to write three adverb sentence openers in the story, letter, essay, or poem they compose on Tuesday.
Language: Conventions, effective use, and vocabulary
The Language standards include the essential “rules” of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives.
**The Write Guy - Jeff Anderson**
http://grammar.quickanddirtytips.com/
From Teaching Grammar and Mechanics:
How to Teach Grammar in Four Simple Steps
Mark Pennington, Pennington Publishing
1. Develop a Plan
Establish a coherent scope and sequence of instruction with your colleagues, including those who precede and those who follow you. Base your plan on your more general state standards, but get as specific as possible. I suggest integrating grammar, mechanics, and spelling instruction into the plan. Include both “review” and “new” layered skills. Here’s a very workable model by terms: **Grammar Scope and Sequence** (*note -see Language Continuum from KCAS)
2. Do Direct Instruction “Sage on the Stage”
Allocate 15 minutes, 2 days per week, to direct instruction of the skills dictated by your scope and sequence, say on Tuesdays and Thursdays. Find resources that will teach both sentence modeling and error analysis. Daily Oral Language will not get this done. Require students to practice what has been learned and formatively assess their skill acquisition.
3. Do Differentiated Instruction “Guide on the Side”
Use an effective diagnostic assessment to identify grammatical and mechanical skills that your students should already know. Chart their deficits and find brief, targeted instruction that students can independently practice. Develop brief formative assessments for each skill. Allocate 15 minutes, 2 days per week, of teacher-student mini-conferences to review their practice and grade their formative assessments, say on Wednesdays and Fridays. Have students keep track of their own mastery of these skills on progress monitoring charts. Re-teach and re-assess skills not-yet-mastered.
4. Do Independent Practice
Require students to practice the grammatical skills introduced in your direct instruction in their writing that very week. For example, if teaching adverbs, on Monday, students can be required to write three adverb sentence openers in the story, letter, essay, or poem they compose on Tuesday.
Example Grammar and Mechanics Matrix
Mentor Sentences Resources
Great SentencesDirect Instruction Resources * Remember ONE bite at a time!
Grammar BytesPunctuation Checklist
Assessment Items
501 Grammar and Writing QuestionsGrammar Ninja
Other Technology
Grammar Apps
Grammar Grater (Podcasts)